Department of Developmental Psychology, Tilburg University, Prof. Cobbenhagenlaan 225, 5037 DB, Tilburg, the Netherlands.
Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102, 3000, Leuven, Belgium.
J Youth Adolesc. 2023 Aug;52(8):1549-1565. doi: 10.1007/s10964-023-01772-z. Epub 2023 Apr 21.
Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adolescents (N = 124, M = 12.86, 58.8% boys) from different ethnic and SES backgrounds were repeatedly assessed 1 week before (March 2020), during (June 2020), and 1 year after (February 2021) the first school closure in Belgium. The results revealed that school closure augmented ethnicity- and SES-based inequalities in school adjustment. Moreover, factors in the school context-and not the home context-served as resources. Specifically, the quality of online instruction and teacher-pupil relationships buffered against reduced school adjustment during school closure, particularly among youth from ethnic minority and lower SES backgrounds. The findings corroborate unequal school adjustment consequences of school closures, but also highlight the role of teachers to buffer against them. The study design, hypotheses, and analyses were preregistered in the following link: https://osf.io/6ygcu/?view_only=c77cfb46028447bdb7844cd2c76237aa .
许多国家和地区的学校为了控制 COVID-19 病毒的传播而关闭。然而，学校关闭对不同种族和社会经济地位背景的青少年的学校适应的影响仍不清楚。本研究考察了在学校关闭期间和之后，不同种族和社会经济地位背景的青少年的学校适应是如何变化的；家庭和学校环境中的哪些因素可以作为资源。来自不同种族和社会经济地位背景的早期青少年（N=124，M=12.86，58.8%为男生）在比利时首次学校关闭前一周（2020 年 3 月）、期间（2020 年 6 月）和一年后（2021 年 2 月）进行了多次评估。结果表明，学校关闭加剧了基于种族和社会经济地位的学校适应不平等。此外，学校环境中的因素——而不是家庭环境中的因素——是资源。具体来说，在线教学质量和师生关系缓冲了学校关闭期间学校适应的下降，尤其是在少数民族和社会经济地位较低的青少年中。这些发现证实了学校关闭对学校适应的不平等影响，但也强调了教师在缓冲这些影响方面的作用。研究设计、假设和分析已在以下链接中预先注册：https://osf.io/6ygcu/?view_only=c77cfb46028447bdb7844cd2c76237aa 。
